Progressions in young learners’ understandings of parity arguments
This study shows how K–1 students develop the ability to justify mathematical claims about parity through early algebra lessons.
A Moving Dune, a Stunning View: Visitors’ Recollections of a Ranger-Led Hike at Indiana Dunes National Park
The ranger-led hikes studied at Indiana Dunes National Park were presented in concert with “Interpreters and Scientists Working on Our Parks” (iSWOOP), which aimed to increase science and visual literacy and STEM learning among visitors to United States national parks.
Science teachers can teach computational thinking through distributed expertise
This paper explores themes related to the ways 15 eighth grade science teachers supported students’ CTP practices as they implemented a designed science curriculum in which students used the Scratch programming platform, an object-oriented drag and drop environment (Resnick et al., 2009) to create computer games about climate change.
Using Eye Tracking for Research on Learning and Computational Thinking
This paper examines how eye tracking can assess computational thinking, reviewing its theoretical and technical foundations.
Methodological Considerations for Understanding Students’ Problem Solving Processes and Affective Trajectories During Game-Based Learning: A Data Fusion Approach
This study explores data fusion methods to understand student emotions and problem solving in computational thinking games.
From “You have to have three numbers and a plus sign” to “It’s the exact same thing”: K–1 students learn to think relationally about equations.
This study shows how K–1 students' understanding of equations and the equal sign progressed through early algebra instruction.